The "Supporting Students with TEL" is a module within the PGCLT(HE) at Canterbury Christ Church University. This is the presentation that was given to academic staff that puts TEL in an historical and cultural context before looking at what CCCU does now
This presentation is an attempt to explode the mythology that has wrapped itself around Generations Net & Google. Through the lens of the recent JISC reports, we try and separate the wheat from the chaff.
What does studying technology tell us about Higher Education?Martin Oliver
From email to word processors to web sites, technology has become an integral part of Higher Education. It has been a mainstay of government educational policy for decades, and has featured in HE policy since at least 1965. Yet strangely, studies of technology often remain detached from wider educational research. In this session, I will explore some of the reasons for this, outlining the kinds of work on learning and technology that are being undertaken. I will also introduce some less common perspectives and approaches, which show how technology can act as an important site for understanding wider educational concerns.
The aim of this project is to provide a contextualised, social and historical account of urban education, focusing on systems and beliefs that contribute to the construction of the surrounding discourses.
Another aim of this project is to scaffold the trainee teachers’ understanding of what is possible with mobile learning in terms of filed trips.
Imagining the Internet mobililty shifts keynoteelonuniversity
This Powerpoint was produced by Janna Quitney Anderson, associate professor of communications and director of the Imagining the Internet Center at Elon University.
Digital Learning Environments: A multidisciplinary focus on 21st century lear...Judy O'Connell
As a result of an extensive curriculum review a new multi-disciplinary degree programme in education and information studies was developed to uniquely facilitate educators’ capacity to be responsive to the demands
of a digitally connected world. Charles Sturt University’s Master of Education (Knowledge Networks and Digital Innovation) aims to develop agile leaders in new cultures of digital formal and informal learning. By examining key features and influences of global connectedness,
information organisation, communication and participatory cultures of learning, students are provided with the opportunity to reflect on their professional practice in a networked learning community, and to improve learning and teaching in digital environments.
This presentation is an attempt to explode the mythology that has wrapped itself around Generations Net & Google. Through the lens of the recent JISC reports, we try and separate the wheat from the chaff.
What does studying technology tell us about Higher Education?Martin Oliver
From email to word processors to web sites, technology has become an integral part of Higher Education. It has been a mainstay of government educational policy for decades, and has featured in HE policy since at least 1965. Yet strangely, studies of technology often remain detached from wider educational research. In this session, I will explore some of the reasons for this, outlining the kinds of work on learning and technology that are being undertaken. I will also introduce some less common perspectives and approaches, which show how technology can act as an important site for understanding wider educational concerns.
The aim of this project is to provide a contextualised, social and historical account of urban education, focusing on systems and beliefs that contribute to the construction of the surrounding discourses.
Another aim of this project is to scaffold the trainee teachers’ understanding of what is possible with mobile learning in terms of filed trips.
Imagining the Internet mobililty shifts keynoteelonuniversity
This Powerpoint was produced by Janna Quitney Anderson, associate professor of communications and director of the Imagining the Internet Center at Elon University.
Digital Learning Environments: A multidisciplinary focus on 21st century lear...Judy O'Connell
As a result of an extensive curriculum review a new multi-disciplinary degree programme in education and information studies was developed to uniquely facilitate educators’ capacity to be responsive to the demands
of a digitally connected world. Charles Sturt University’s Master of Education (Knowledge Networks and Digital Innovation) aims to develop agile leaders in new cultures of digital formal and informal learning. By examining key features and influences of global connectedness,
information organisation, communication and participatory cultures of learning, students are provided with the opportunity to reflect on their professional practice in a networked learning community, and to improve learning and teaching in digital environments.
Marco mason @ smithsonian welcome wednesdays march 26th, 2014Marco Mason
In this presentation I give an overview of Dime4heritage research project and present early findings. Fo rumor info about the research: http://marcomason.mit.edu/pagina-portfolio
This slides were presented at Smithsonian Welcome Wednesdays http://www.youtube.com/watch?v=c4yIYOJSkWs
This presentation deals with a historical account as well as an conceptual ground and leads towards modern concept of learning i.e. Collaborative Learning
E-Learning in the university: When will it really happen?eLearning Papers
eLearning has enormous potential in education, and there is an urgent need to take stock of the possibilities that it offers. Despite this urgency, research on eLearning is still in a nascent stage and there is a degree of conceptual confusion in the field that is difficult to tolerate.
Authors: Ann-Louise Davidson, David Waddington,
This is the large version. A very cut down version was presented at my Inaugural Lecture on 5 March 2014, Bristol, UK which is now on YouTube: make some coffee and take a peek? https://www.youtube.com/watch?v=HWnyfqOxR6E
Establishing personal learning environments on tablet computers:Brian Whalley
Establishing personal learning environments on tablet computers: enhancing the student experience through HE/FE and beyond and exploring the implications
Workshop Paper given at 2012 Northwest Academic Libraries Conference
'Beyond the library: student transition and success'
The Modern Digital Learning Landscape: 5 Tips To Engage Gen Z and Millennial ...Aggregage
If 2020 hasn’t radically changed your approach to your learning program, it’s time to get in the digital learning game or risk being left behind. But if you’re searching for current, new ways to engage people online and keep your business thriving, look to your youngest learners. In the next 5 years, Millennials will comprise 75% of the workforce, and Gen Z is right behind them. To future-proof your learning program, make sure your content is designed with these young professional learners in mind.
learning in a networked world: the role of social media and augmented learning.
Keynote presentation to the New Educator Program Hedley Beare Centre for Teaching and Learning 23-25 August 2011
Marco mason @ smithsonian welcome wednesdays march 26th, 2014Marco Mason
In this presentation I give an overview of Dime4heritage research project and present early findings. Fo rumor info about the research: http://marcomason.mit.edu/pagina-portfolio
This slides were presented at Smithsonian Welcome Wednesdays http://www.youtube.com/watch?v=c4yIYOJSkWs
This presentation deals with a historical account as well as an conceptual ground and leads towards modern concept of learning i.e. Collaborative Learning
E-Learning in the university: When will it really happen?eLearning Papers
eLearning has enormous potential in education, and there is an urgent need to take stock of the possibilities that it offers. Despite this urgency, research on eLearning is still in a nascent stage and there is a degree of conceptual confusion in the field that is difficult to tolerate.
Authors: Ann-Louise Davidson, David Waddington,
This is the large version. A very cut down version was presented at my Inaugural Lecture on 5 March 2014, Bristol, UK which is now on YouTube: make some coffee and take a peek? https://www.youtube.com/watch?v=HWnyfqOxR6E
Establishing personal learning environments on tablet computers:Brian Whalley
Establishing personal learning environments on tablet computers: enhancing the student experience through HE/FE and beyond and exploring the implications
Workshop Paper given at 2012 Northwest Academic Libraries Conference
'Beyond the library: student transition and success'
The Modern Digital Learning Landscape: 5 Tips To Engage Gen Z and Millennial ...Aggregage
If 2020 hasn’t radically changed your approach to your learning program, it’s time to get in the digital learning game or risk being left behind. But if you’re searching for current, new ways to engage people online and keep your business thriving, look to your youngest learners. In the next 5 years, Millennials will comprise 75% of the workforce, and Gen Z is right behind them. To future-proof your learning program, make sure your content is designed with these young professional learners in mind.
learning in a networked world: the role of social media and augmented learning.
Keynote presentation to the New Educator Program Hedley Beare Centre for Teaching and Learning 23-25 August 2011
Aprendizaje invisible: alfabetismos para un mundo plano.
Cristóbal Cobo,coautor do libro "Aprendizaxe invisible, hacia unha nova ecoloxía da educación", preséntanos o webinar : "Aprendizaxe invisible: alfabetismos para un mundo plano".
Estás preparado para desaprender e enfrentarte a un nov remix de innovadoras paradigmas de aprendizaxe e desenvolvemento do capital humano?
Cristóbal Cobo é investigador do Oxford Internet Institute. Entre 2005 e 2010 foi profesor-investigador de FLACSO-México.Na Universidade Autónoma de Barcelona titulouse aos 29 anos cunha distinción "cum laude " de doctorado, ao desenvolver modelos experimentais para optimiza a interación entre persoa e máquina.Foi evaluador de políticas públicas para o goberno Mexicano en novas tecnoloxías e educación. Xunto a Hugo Pardo publicou "Planeta Web 2.0" que a día de hoxe rexistra máis de 170.000 descargas. No ano 2009 conseguíu unha beca pola Universidade de Oxford para realizar unha investigación sobre políticas públicas europeas e o desenvolvemento de competencias dixitais. En 2010 nombrárono membro do consello asesor do Informe Horizon Iberoamérica, estudo global que desenvolve o "The New Media Consortium".
Rethinking Learning in the Age of Digital FluencyJudy O'Connell
Digital connectivity is a transformative phenomenon of the 21st century. While many have debated its impact on society, educators have been quick to mandate technology in school development - often without analysing the digital fluency of those involved, and the actual impact on learning. Is being digitally tethered creating a new learning nexus for those involved?
This presentation looks at the generation of students in our K-12 schools today. The focus needs to be on the students in our classes without stereotyping students as digital natives. The focus also needs to be on relationships and not on technology. The presentation was delivered on Dec. 8, 2011 to the Newfoundland Labrador Association of Directors of Education (NLADE).
Visualisation and Simulation for teaching, learning and assessmentdebbieholley1
Session two of a series of keynotes talks at the University of the Sunshine Coast
Visualisation and Simulation:
“The future is human, and the future of learning is immersive. In the future, learning will take the shape of a story, a play, a game; involving multiple platforms and players; driven by dialogue and augmented with technology, an interplay of immersive experiences, data, and highly social virtual worlds” State of XR and Immersive Learning Outlook Report (2021 p 21)
Debbie contributed to the Delphi study above, , and to the updated with findings due this June. This session will consider the opportunities afforded by Visualisation and Simulation; and discuss ways in which educators can draw upon both lo-tec and hi-tech solutions in a range of disciplinary contexts; and consider what digital futures may offer us as educators, as well as those we educate, our students.
Educating Children of the 21st Century provides an open forum where educators and stakeholders from ASOMEX schools, can learn, share experiences and propose knowledge-based solutions, by presenting and discussing research findings, developments and trends in applying ICT to improve teaching, learning, and school leadership in the 21st century.
The conference gives teachers an opportunity to meet colleagues and share ideas that may advance the effective use of technology in their schools. Furthermore, the conference serves as a venue for participants to share information and explore new paths for innovation, to exchange views and know-how, to advance 21st Century skills using technology.
Year 1
ICT LECTURE 1: WHY TEACH ICT?
• What is ICT?
• Structure of the Roehampton ICT course
• Getting started with Blogfolio
• ICT audit
• Learning styles
• Rationales for ICT in primary education
Crossing Epistemic Boundaries – The Professional Learning of Academics in Hig...Dr Wayne Barry
This presentation was given at the Post-Graduate Research Association Conference 2017 at Canterbury Christ Church University on the 25th May 2017. The theme of the conference was "Crossing Boundaries: Beyond and Across Academia".
For academics in UK Higher Education (HE), professional learning (PL) is a complex and messy endeavour, especially in a climate of managerialist targets and performance. To maintain their authenticity and credibility, academics are expected to be cognizant with a range of knowledge domains that cut across various epistemic boundaries, often sitting outside of their subject discipline or teaching practices suggesting conflicting priorities in what is learnt (e.g. subject discipline versus institutional policies).
Using sociomaterial approaches (Actor-Network Theory and Non-Representational Theory) as my theoretical framework, I explore how those conditions (e.g. academic role), situations (e.g. time pressures), spaces (e.g. shared offices), technologies (e.g. e-mail) and discourses (e.g. UK HE policy) can come to enable or encumber an academic's engagement with PL. A mixed methods approach enabled me to draw data from numerous sources: university policies, academic staff survey (n:182), academic staff interviews (n:12) followed by a photovoice activity (n:12).
The analysis indicated that PL and academic work are intrinsically entwined, thus difficult to separate. Academics tended to be opportunistic or strategic in prioritising what they needed to learn. More often than not, their PL was aligned towards the student experience. The need to ‘hide’ or ‘escape’ to a space that enabled academics to learn/work freely was a dominant discourse. Specific rituals and routines (i.e. listening to music, drinking coffee) enabled academics to focus their attention towards learning/working. This suggests that a social constructivist model of PL is inadequate and fails to recognise the ‘invisible’ dimensions to the PL of HE academics.
Towards Consistency: Digital Learning ThresholdsDr Wayne Barry
This is a presentation that was given at the 2nd International Conference on Higher Education Advances (HEAd’16), 21-23 June 2016, Universitat Politècnica de València, Valencia, Spain.
This short presentation by Wayne Barry and Dr Bill Ashraf reports on the development of CCCU Digital Learning Thresholds (DLT). The principle aim of DLT is that all CCCU students have access to digital learning, and that all staff and students will have clear expectations about how, why and when to use digital learning. In addition DLT also align with and supports the VLE consistency agenda. In addition we have developed an innovative evaluation framework to assess the success of our DLT as well proposing their integrating into a blended learned model which emcompasses a quality assurance and enhancement pathway..
Full Paper: http://dx.doi.org/10.4995/HEAd16.2016.2724
The Chamber of Fear: A Role Playing Approach to the Recruitment and Selection...Dr Wayne Barry
This is a presentation that was given at the Association for Learning Technology (ALT) Annual Conference 2015: Shaping the Future of Learning Toegther, 8-10 September 2015, University of Manchester, Manchester, UK.
This short presentation by Wayne Barry and Simon Starr will report on the challenges and opportunities of adopting a role-playing approach in the recruitment and selection of learning technologists. It will outline a method for identifying potential candidates who are able to shape the future of learning and influence the development of learning technologies in partnership with students and staff.
Abstract: https://altc.alt.ac.uk/2015/sessions/the-chamber-of-fear-a-role-playing-approach-to-the-recruitment-and-selection-of-learning-technologists-824/
The Learner, the Curriculum and the WardrobeDr Wayne Barry
The workshop ran as part of the Learning & Teaching Conference at Canterbury Christ Church University on Monday 30th June 2014. It was co-presented with Lynne Burroughs and sets out to examine and present examples of how e-portfolios (the ‘wardrobe’ of the title) can be embedded within the curriculum, thus allowing students to demonstrate the development of their skills and learning across a range of personal, academic and professional touch points. Furthermore, it is envisaged that e-portfolios could enable students to become 21st century self-reflective practitioners, a critical graduate skill, and to develop ‘multiple voices’ that are suitable for different audiences.
Delegates were asked to consider how e-portfolios could be situated within their own subject and professional disciplines and discuss the opportunities and challenges in embedding such a tool within their own curriculum.
This presentation is given to staff at Canterbury Christ Church University who are considering using an e-portfolio (or personal learning space) tool to support a range learning, teaching, assessment and professional development activities. The presentation starts off with a metaphor of a wardrobe (to represent the personal learning space), clothes (to represents the various artefacts and assets collected) and suitcases (to represent the different portfolios that can be constructed for different purposes and audiences) and concludes with a series of showcase ideas.
New Directions in Technology Enhanced LearningDr Wayne Barry
This presentation was part of a bespoke Postgraduate Certificate in Learning and Teaching in Higher Education (PGCLT(HE)) at Canterbury Christ Church University on the 12th February 2014. The presentation considers how technology can be used to support, facilitate and mediate learning at different stages within the student learning journey. Furthermore, the presentation looks at the current and emergent technologies that are just over the horizon and the impact these may have in the future of education.
This presentation was part of a bespoke staff development seminar at Canterbury Christ Church University on the 20th February 2014. The presentation explores how engaging with social media should be a critical skill for the 21st century researcher in building and maintaining their networks both in and beyond the University. Specifically, I wanted academic staff and postgraduate students to consider how these critical skills could be used to support, sustain and maintain academic practice within a University in the 21st century.
Pedagogy, Space & Technology: Findings from a Masters DissertationDr Wayne Barry
This is a Pecha Kucha presentation (20 slides x 20 seconds) that was given at the first Edubury event, 11 June 2013, Canterbury Christ Church University, UK.
The 4 minute presentation gaved a flavour of some of the findings from my Master’s research project in 2010. Edubury provides informal opportunities to share ideas via short inputs and presentations and is an informal alternative to externally driven professional development for teachers, teaching assistants, academics, student teachers, learning technologists & other education related professionals. More information about this Kent-based group can be found at: http://www.meetup.com/Edubury/
This presentation was given at the Post-Graduate Research Association Conference 2013 at Canterbury Christ Church University on the 13th June 2013. The theme of the conference was "The Accessibility of Research". The presentation explores how engaging with social media should be a critical skill for the 21st century researcher in building and maintaining their networks both in and beyond the University. The conference delegates were invited to consider a range of tools, technologies and services that could facilitate and enhance the accessibility of their research and scholarly outputs within their own research contexts.
This keynote presentation was given at the "Digital Learners - Myths and Realities" staff conference at Canterbury Christ Church University on 21st November, 2012.
Towards aligning pedagogy, space and technology inside a large-scale learning...Dr Wayne Barry
This is a presentation that was given at the Society for Research into Higher Education (SRHE) Newer Researchers’ Conference 2011: New communities, spaces and places: inspiring futures for higher education, 6-7 December 2011, Celtic Manor Resort, Newport, Wales.
The presentation outlines some of the findings from my year long master’s research project. The study revealed that both tutors and students experienced ‘troublesome space’, but in very different ways. For tutors, the learning spaces, if not fully understood or appropriately planned for, presented risks and challenges to their teaching practices. For students, it was not always clear what they could or could not do within a particular space.
Furthermore, evidence suggests that influencing students’ attitudes could engage them in using the learning environment more. However, students placed a high premium on ‘silent spaces’ (Beard, 2009) suggesting that policy makers and planners may need to consider the right balance between social and private spaces.
Finally, it proposes a conceptual model which illustrates the alignment of pedagogy, space and technology with the learner situated at its heart.
Open Spaces, Mobile Learning: Findings from the iBorrow ProjectDr Wayne Barry
This was a presentation given to the e-conference@greenwich 2010 conference on CCCU's findings with the iBorrow project and how it was used within a large-scale flexible open space like Augustine House
DEBUT (Digital Experience Building in University Teaching) started life out as a an HEA funded project to pilot a new approach to ICT staff development with the the aim is to enable programme participants to be more aware and more confident in exploiting a wide range of modern technologies – to be become digitally literate by using a personalised, contextualised, approach to developing digital literacy in staff based on the individual context and needs of participants. It is now an embedded programme run by the LTEU on an annual basis. This presentation was given at the University of Greenwich in July 2009 and is a variation upon the one originally created by Su Westerman (DEBUT Project Manager, LTEU, CCCU).
According to JISC, learning spaces "should be able to motivate learners and promote learning as an activity, support collaborative as well as formal practice, provide a personalised and inclusive environment, and be flexible in the face of changing needs..." - so what do we really know about them?
Borrowing from the presentation styles of "Meet Henry" and "Meet Charlie", "Meet Alex" is an aspirational and inspirational presentation on how Web 2.0 technologies could be used to support, supplement or even enhance tradtional research practices to create a new form that I have dubbed as "Research 2.0"
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
1. Wayne Barry Learning & Teaching Enhancement Unit (LTEU) supporting students with technology-enhanced learning
2. in other words... How can technology enhance the student learning experience?
3. the programme... 03.02.2010 1) what is TEL? 2) a potted history of policies and initiatives 3) playing the generation game 4) getting under the microscope 5) what are we using at Christ Church? 6) technology-enhanced learning? 7) developing new skills and literacies 8) where to now?
4. Source: HEFCE. (2009). A revised approach to HEFCE's strategy for e-learning . HEFCE Publication 12/2009. Bristol: HEFCE what is technology-enhanced learning? created using wordle.net “ understanding, creating, and exploiting digital technologies for learning…” (ESRC, 2006)
6. some key initiatives and policies (1980s)… “ Schools should be provided with small and low-cost microcomputers and software systems. To give a boost to our own hardware industry they should be asked to design and supply these quickly ” National Strategy for IT, 1980 National Strategy for IT 1980: Microelectronics in Education Programme 1981: 1982: Micros for Schools scheme Technical & Vocational Education Initiative BBC launches "Computer Literacy Project" New Technology for Better Schools 1987:
7. some key initiatives and policies (1990s)… “ C&IT will overcome barriers to higher education, providing improved access and increased effectiveness, particularly in terms of lifelong learning. Physical and temporal obstacles to access for students will be overcome with the help of technology. Those from remote areas, or with work or family commitments need not be disadvantaged. Technology will also allow the particular requirements of students with disabilities to be more effectively met by institutions ” The Dearing Report, 1997 Teaching and Learning Technology Programme 1992: 1997: The National Committee of Inquiry into Higher Education (Dearing) Connecting the Learning Society 1998: The Learning Age National Grid for Learning
8. some key initiatives and policies (2000s)… “ We will empower our universities to be world leaders in the growing market in transnational education based on e-learning ” Higher Ambitions, 2010 Prosperity for all in the global economy - world class skills (Leitch Review) 2006: Higher Ambitions: The future of universities in a knowledge economy 2010: The Future of Higher Education 2003: Widening Participation in Higher Education Digital Britain 2009:
10. Source: Oblinger, D.G., & Oblinger, J.L. (2005). Educating the Net Generation . Technologies Television Telephone Telex Vinyl Record Nuclear Family Technologies Video Games Walkie Talkie E-mail Compact Disc Individual Technologies The Internet Cell Phone I.M. MP3 Online Communities Technologies Cinema Telegraph Biro Pen Radio Extended Family attitudes and technology through the generations… Silent Generation Baby Boomers Generation X Net Generation Birth Dates 1900-1946 1946-1964 1965-1982 1982-1991 Attributes Command and control Self-sacrifice Optimistic Workaholic Independent Sceptical Hopeful Determined Likes Respect for authority Family Community involvement Responsibility Work ethic Can-do attitude Freedom Multitasking Work-life balance Public activism Latest technology Parents Dislikes Waste Technology Laziness Turning 50 Red tape Hype Anything slow Negativity
11. rise of the digital natives? Source: Prensky, M. (2001). Digital Natives, Digital Immigrants . On the Horizon . 9(5) have grown up and surrounded by digital technologies… ubiquitous digital environment has resulted in thinking and processing information differently… suggests that their brains have physically changed… … native speakers of a digital language have parallel processing & multi-tasking abilities… have hypertext-like minds… prefer visual information… zero tolerance for step-by-step instruction…
12. fall of the digital immigrants? Source: Prensky, M. (2001). Digital Natives, Digital Immigrants . On the Horizon . 9(5) Image: http://www.flickr.com/photos/mashroms/2434212976/ have sequential processing & linear abilities… don’t understand the new ways in which the Digital Native learns… … speaks with an outdated language speak with an “accent”… teaching should not be fun… prefer textual information… prefer step-by-step instruction…
13. digital native digital immigrant digital colonist digital refugee digital explorer digital savage digital dissident digital pioneer digital settler the digital continuum… digital nomad
14. “ Rather than calling Digital Natives a generation – an overstatement, especially in light of the fact that only 1 billion of the 6 billion people in the world even have access to digital technologies – we prefer to think of them as a population …” Source: Palfrey, J. & Gasser, U. (2008). Born Digital: Understand the First Generation of Digital Natives . New York: Basic Books. the digital population… “… the vast majority of young people born in the world today are not growing up as Digital Natives.”
15. “ Why suddenly is there greater demand for [the] drug [Ritalin] for attentional problems? This might, and I stress might, be something to do with the increased exposure of young children to unsupervised and lengthy hours in front of a [computer] screen … they get used to and their brains get used to rapid responses .” Source: BBC Radio 4. (2008). iPM: Baroness Susan Greenfield on the Internet . BBC. 15.08.08 what the academics say?
17. “ proponents arguing that e ducat ion must change dramatically to cater for the needs of these digita l natives have sparked an academic form of ‘moral panic’ using extreme arguments that have lacked empirical evidence.” Source: Bennett, S., Maton, K., & Kervin, L. (2008). “The ‘digital natives’ debate: A critical review of the evidence”. British Journal of Educational Technology. a moral panic? Image: http://www.flickr.com/photos/collectivenouns/2188089594/
18. the digital divide debate - a postscript... Source: Prensky, M. (2009).”H. Sapiens Digital: From Digital Immigrants and Digital Natives to Digital Wisdom”. Innovate , 5(3). “ Although many have found the terms useful … the distinction between digital natives and digital immigrants will become less relevant … I suggest we think in terms of digital wisdom .” Image: http://www.flickr.com/photos/esparta/1584333702/
20. some key research and studies... In Their Own Words (JISC) 2007: Students Expectations Study (JISC) Great Expectations of ICT (JISC) 2008: Information behaviour of the researcher of the future (JISC) ICT and the Student First Year Experience (JISC) 2009: Higher Education in a Web 2.0 World (JISC)
21. some key findings (1/2)... want tutors to be fully engaged with e-learning… search engines preferred to libraries… not interested in technology for “own sake”, only as a means to an end ... face-to-face interaction with a lecturer is a “back bone” to learning .. unable to make the connection on how technology can help them learn... suspects that learning mediated through technology could diminish the value of learning… older users catching up fast with technology usage... all generations have “zero tolerance” for information delays... want clear explanations about technologies that they are expected to use…
22. some key findings (2/2)... 69% of students believe they critically evaluate internet sources used for research... internet usage – determined by individual / personality / background NOT generation... certain technologies (e.g. online quizzes) can appear familiar and hence comfortable for new students to use… value authority figures over the Internet for information... technology is part of students’ lives: the term e-learning does not mean much to them … use of technology should be based on needs and be education driven not technology or product driven… students are social ; learning and support often takes place informally in groups, often facilitated by technology … skills do not belong to a particular generation…
23. challenges for institutions introducing ICT… Source: Ipsos MORI. (2008). Great Expectations of ICT . Bristol: JISC
24. challenges for institutions investing in ICT… Source: UCISA. (2009). UCISA Top Concerns Survey 2008 . Oxford: UCISA adopting Web 2.0 tools to supplement the “official” VLE… should tutors interact with students on social networking sites like Facebook? involving the University Library more fully into TEL… developing e-portfolio from within the VLE and making available to those outside of the University… using personal and mobile devices to support learning… risks to the learning process posed by the informal use of external services as a replacement for, or to supplement , the “official” VLE…
25. what do students find useful over time? Source: Ipsos MORI. (2008). Great Expectations of ICT . Bristol: JISC
26. what are we doing at Christ Church? Image: http://www.flickr.com/photos/heywayne/4191212802/
30. what technologies (physical) are we using? books journals CDs DVDs videos 28 OPACS 120 fixed Desktop PCs 200 wi-fi enabled netbooks large touch-screen computers configurable furniture mobile divider screens interactive white boards drinks and snack vending machines space
32. the case for and against for using VLEs... FOR AGAINST a) Easy online delivery of material and resources a) Filing cabinet or dumping ground b) Problems occur if not linked or integrated properly c) Copyright b) Easy to use d) “Easy” depends on the software and the skills of the user c) Always accessible - 24/7 e) Depends of hardware, networks, infrastructure and other aspects d) Affords new kinds of independent learning with a greater responsibility for own learning f) Independent learning isn’t independent at all g) Needs to be guided, supported and facilitated e) Can return feedback and grades back to students h) In some institutions, the VLE is not linked up to the Student Records System f) More control for tutors i) Student cannot personalise the interface as it looks “ugly”
33. adopting a more blended approach... Image: http://www.flickr.com/photos/30691679@N07/4195991204/ “ Blended learning involves increasing flexibility : options for what, how, when, where, and with whom they participate in the course. The focus ... is not about presenting content: Start with a learning model focused on what the learners will be doing and contributing ” Source: Collis, B. (2005). ICT for blended learning . Bordeaux, 6 July 2005 Ingredients: a) Offline Elements (Seminars / Lectures) b) Online Elements (Discussion Boards / Wikis) c) Resources (Staff / Skills / Print / Digital) d) Learning Tasks and Activities e) Space (Co-located / Distributed) f) Structure & Scaffolding g) Variety h) Interaction / Interactive i) Motivators & Feedback j) Community Building Caveats: a) Should not be viewed as a cheap option b) Takes time to develop – time effort is mainly up front c) May result in increase in staff time d) Higher drop-out rate if offered “at a distance” with technology
34. personal learning environments (PLEs)... “ A system that helps learners take control of and manage their own learning. This includes providing support for learners to set their own learning goals, manage their learning, manage both content and process, and communicate with others in the process of learning” Source: van Harmelen, M. (2006). Personal Learning Environments . 6 th ICALT, IEEE . Features: a) Uses current and emergent tools b) More personalised c) Low or no cost d) Flexible to needs and requirements e) More engagement f) Provides context and meaning g) Supports lifelong / informal learning h) Share resources and artefacts i) Supports self and peer group learning j) Content is reused and remixed Paradigm Shift: a) Social involvement b) Content c) Ownership d) Educational & Organisational culture e) Personalisation f) Role of the learner g) Technology (MashUp / Widgets) Image: http://www.flickr.com/photos/alancleaver/2441359074/
38. “ Giving children and young people the skills and tools that they need to participate in Digital Britain is of critical importance from both a social and economic perspective. If we are to truly maximise the potential of these digital economy and the benefits it can bring to all sections of society, we must ensure that children and young people are confident and empowered to access , use and create digital media.” Source: DCMS & DBIS. (2009). Digital Britain: Final Report – June 2009 . London: HMSO. digital britain…
39. developing digital literacy skills… Source: Martin, A. & Grudziecki, J. (2006). “ DigEuLit: Concepts and Tools for Digital Literacy Development ”. ITALICS , 5(4), pp. 249-267. “ ... digital literacy is the awareness , attitude and ability of individuals to appropriately use digital tools and facilities to identify , access , manage , integrate , evaluate , analyse and synthesise digital resources, construct new knowledge , create media expressions , and communicate with others, in the context of specific life situations, in order to enable constructive social action , and to reflect upon this process.” suggests that digital literacy is cultural rather than technological and is socially located ... no ‘ one size fits all ’ , e-literacy is dynamic – needs of individuals will change as their situation and environment change ...
40. developing digital literacy skills… trust risk copyright responsibility identity privacy ethics authorship accountability criticality evaluation understand textual, visual, auditory & kinaesthetic information technology communication reflection awareness adaptability confidence
42. talk with colleagues… Image: http://www.flickr.com/photos/hi-phi/64055296/ ...in your department ...in your programme ...in your Faculty ...in other Institutions ...on your PGCHE(LT) course ...within your subject discipline
43. go on a staff development programme... “… the aim is to enable programme participants to be more aware and more confident in exploiting a wide range of modern technologies – to be become digitally literate …” “… uses a personalised, contextualised, approach to developing digital literacy in staff based on the individual context and needs of participants…” DEBUT D igital E xperience B uilding in U niversity T eaching
Editor's Notes
Can I have a show of hands for those who represent the: a) Silent Generation; b) Baby Boomers; c) Generation X and d) Net Generation There are many variations of this type of table. Some had different names: Silent > Greatest > Mature Baby Boomers > made up of “Early” Baby Boomers and “Late” Baby Boomers Net Generation > Generation Y > Millennials There are even differences between the “Birth Dates”. Whilst the generalisations may not necessary apply to everyone, they do provide a useful benchmark towards predicting trends. Trends that can inform policies, such as those to do with the economy, health and education. In many ways, this kind of table came about as a response to Prensky’s paper.
Whilst Prensky may have popularised the “digital native”, “digital immigrant” moniker. Other have added to that lexicon to create a continuum of “Wild West” stereotypes. Whilst these terms may offer a convenient reductionist approach to understanding the essence of the “digital native” / “digital immigrant” dichotomy; in many ways, it befits the, almost, catalogue-mentality of the Victorian Naturalist – a need for order and for everything to have its place in life. The language itself, as noted by Bayne and Ross (2007) is intrinsically racist and imperialist in tone and content; as clearly depicted in Prensky’s negative description of the “digital immigrant” as a dour “heavily accented, unintelligible foreigner” from the “old country”. In the current political climate, talk of immigrants and natives inevitably evokes complexities and anxieties around migration, integration, and racial and cultural differences in Western society – these are not useful terms. Stereotypes are not useful, we need to recognise people as being unique individuals. As we shall see, this becomes a recurring theme.
Are all youth’s Digital Natives? Simply put no. While we frame digital natives as a generation “born digital,” not all youth are digital natives. Digital natives share a common global culture that is defined not by age, strictly, but by certain attributes and experiences in part defined by their experience growing up immersed in digital technology, and the impact of this upon how they interact with information technologies, information itself, one another, and other people and institutions. Those who were not "born digital" can be just as connected, if not more so, than their younger counterparts. And not everyone born since, say, 1982, happens to be a digital native. Part of the challenge of this research is to understand the dynamics of who exactly is, and who is not, a digital native, and what that means.
The eminent neuroscientist and current Director of the Royal Institution of Great Britain The last 10 years have seen a three-fold increase in the prescription of the drug Ritalin, a drug used for Attention Deficit Disorder "Could it be, and this is just a suggestion which I think we should look into, could it be if a small child is sitting in front of a screen pressing buttons and getting reactions quickly for many hours, they get used to and their brains get used to rapid responses?" If children do not have stories read to them and have little practice of concentrating for long periods this could effect how they handle the sedate pace of school life "Could it be that they then have to sit still for half an hour and of course they're not used to that because they're used to the rapid interaction with the screen, and could it - again a question - be that they are fidgety and hyperactive and then diagnosed as having a disorder?"
The media make a big play on how technology is making students “dumper” or “smarter”. Only recently we are reading reports that there is no need for students to have to remember anything, they can find it on the Internet – suggesting that technology like mobile phones, PDAs, iPods and laptops becomes a form of “Augmented Memory” where information can be easily accessed from the likes of Google, Wikipedia, podcasts and blogs. Don Tapscott, author of the bestselling book “Wikinomics”, who coined the phrase “Net Generation” in 1988 suggests that students no longer need to remember things as it is a “waste of time” especially as such information is available freely on the Internet. He goes on to suggest that it is much better to teach students to think creatively so that they can learn to interpret and apply the knowledge available online. We live in a world where we have to process new information at lightening speeds – People are going to have to reinvent their knowledge base multiple times, so to memorise facts and figures are a complete waste of time.
Moral panic is a sociological term, coined by Stanley Cohen (1972), meaning a reaction by a group of people based on the false or exaggerated perception that some cultural behaviour or group, frequently a minority group or a subculture, is dangerously deviant and poses a menace to society. The claim made for the existence of a generation of ‘digital natives’ is based on two main assumptions in the literature, which can be summarised as follows: 1. Young people of the digital native generation possess sophisticated knowledge of and skills with information technologies. 2. As a result of their upbringing and experiences with technology, digital natives have particular learning preferences or styles that differ from earlier generations of students. The time has come for a considered and disinterested examination of the assumptions underpinning claims about digital natives such that researchable issues can be identified and dispassionately investigated. This is not to say that young people are not engaged and interested in technology and that technology might not support effective learning. It is to call for considered and rigorous investigation that includes the perspectives of young people and their teachers, and genuinely seeks to understand the situation before proclaiming the need for widespread change.